Republic of the Philippines

Commission on Higher Education

Region V
BAAO COMMUNITY COLLEGE
San Juan, Baao, Camarines Sur
E-mail: baaocommunitycollege@gmail.com
Telefax (054) 455-7015

Name of Instructor : John Rodolf N. Mortega

Position : College Instructor Subject
Code : GE4
Course Title : Purposive Communication

Name of Student :
Section :
Topic : Language Varieties and Registers of Spoken and Written Language
Module No : 6

Activator

People are commonly flexible in using appropriate language when conversing and
engaging in a communication setting. However, there’s a need to adjust to the common
register/speech community if not properly oriented or shared. In this case, it breaks the effective
communication since they cannot connect and workin common.

It is also imperative that formality and informality of language should be considered,

according to Sarah Elaine Eaton, Ph.D. this deals with the Language Register, where the level of
formality with which you speak different situations and people call for different registers. Of
course, different tone of voice affects the meaning of the message,
therefore, we people should think before we write and we speak! Generally, there’s connotation
whenever we don’t know the speaker’s background it might be offending whenever we did not
use proper usage and construction in accordance to their culture. Thus, it creates
confusion/connotation to the hearer.

Learning objectives

1. Determine the crucial components of language and its varieties.

2. Adopt cultural and intercultural awareness and sensitivity in communication of
ideas.
Specifics topics:
1. Language and Dialect
2. Variety
3 Language Varieties
4. Language Registers
3.1 Audience
3.2 Topic
3.3 Purpose
3.4 Location

Language and Dialect

Every language is a composite of dialects. In the Philippines, Filipino is the national

language and different dialects from different regions. Certainly, in our setting, the Bicol
region, in particular, we have different dialects that have been accepted in a certain speech
community. However, when a dialect is regarded asa prestigious one, it is often identified
as a dominant dialect. This type of dialect is often called the standard dialect. London
dialect is the most dominant one in the English-speaking community (Fromkin and
Rodman, 1978: 258). Hence, different countries have different languages and dialects.

Variety
It is the specific set of ‘linguistic items’ or human speech patterns’ (presumably sounds,
words, grammatical features, etc.) which we can connect with some external factor apparently,
geographical area or a social group (Hudson, 1996; Ferguson, 1972, Wardhaugh, 2006)

Examples: Canadian English, London English, Standard English

Language Varieties
Pidgin:

A pidgin is a new language that develops in situations where speakers of different

languages need to communicate but don't share a common language. The vocabulary of a
pidgin comes mainly from one particular language (called the 'lexifier'). An early 'pre
pidgin' is quite restricted in use and variable in structure. But the later 'stable pidgin'
develops its own grammatical rules which are quite different from those of the lexifier.

Once a stable pidgin has emerged, it is generally learned as a second language and used
for communication among people who speak different languages.Examples are Nigerian
Pidgin and Bislama (spoken in Vanuatu).

Creole:

When children start learning a pidgin as their first language and it becomes the mother
tongue of a community, it is called a creole. Like a pidgin, a creole is a distinct language
that has taken most of its vocabulary from another language, the lexifier, but has its own
unique grammatical rules. Unlike a pidgin, however, acreole is not restricted in use and is
like any other language in its full range of functions. Examples are Gullah, Jamaican
Creole, and Hawai`i Creole English.

Note that the words 'pidgin' and 'creole' are technical terms used by linguists, andnot
necessarily by speakers of the language. For example, speakers of JamaicanCreole call
their language 'Patwa' (from patois) and speakers of Hawai`i Creole English call theirs
'Pidgin.'

Standard / Polite / Formal

We use the terms standard, polite, and formal to refer to language that sticks to the rules
and is essentially presented as the ‘proper’ form of English. In practice, this is not
necessarily practical English, but rather the sort of English we’d expectto see in formal
writing or polite situations. Standard English is what is generally taught where possible,
but alternative forms may be taught in communities with developed variations.
Colloquial / Informal

Colloquial language is effectively anything that is not formal, often described as ‘spoken’
language. It is informal as the aim is to communicate rather than stick rigidly to rules, so it
is where we see contractions and idiomatic language being used. There are countless
varieties of this, and it is a blanket term that covers all of the other terms below.

Social Dialect

Social dialects emerge like dialects, but within a specific class or culture, instead of a
region (though they can be further developed to fit certain regions). This mayalso be
referred to as a minority dialect, highlighting the variation is not the predominant use. A
major example of this is African American Vernacular English.

Lingua Franca

A lingua franca is a common language used between people who speak

differentlanguages. As the full purpose is bridging communication gaps, this can be very
adaptable and therefore will not necessarily stick to traditional language rules. English is
used as a lingua franca all over the world…

Vernacular

Vernacular is the term used to describe language as it is used naturally by specific people.
What it describes can therefore vary depending on what we wishto specify: we could
speak about the vernacular of a country or a smaller
community within a city, or of a certain time and place (for example, we have a modern
vernacular which would include vocabulary that would not be part of the vernacular of,
for example, fifty years ago).

Patois

Patois is a term used to refer to minority, non-standard use of a language, so thiscould

cover all dialects, creoles, and pidgins, but this carries somewhat negative connotations as
it implies inferiority.

Lingo
Lingo is a term used to refer to any wording or phrasing that is specific to a certain group,
including jargon or slang (see below). Lingo is roughlysynonymous with argot and cant,
both also referring to the language of specific groups.

Jargon
Jargon is the words and phrases that emerge to cover ideas within a specific community,
often when specialist terminology is required (for example technical terms in a profession
or sport). In some cases, this is necessary, where specialist activities require new
terminology, but jargon can also be seen as negative, where it is used to separate others
from a conversation or to create a superior appearance (as is commonly associated with
business jargon).

Slang
Similar to jargon, slang is the language that emerges within a subgroup todescribe new
ideas or to assign new words to existing ideas to develop a sense of identity. As with
jargon, this can be exclusionary, though while jargon typically refers to specialisms, slang
is more typically associated with social groups, for example, the language of a younger
generation. Extreme forms of slang may be used specifically to disguise conversation,
such as rhyming slang.

Regional dialect:

A regional dialect is not a distinct language but a variety of a language spoken in a

particular area of a country. Some regional dialects have been given traditional names
which mark them out as being significantly different from standard varieties spoken in the
same place. Some examples are 'Hillbilly English' (from the Appalachians in the USA)
and 'Geordie' (from Newcastle upon Tyne in the UK).
Minority dialect:

Sometimes members of a particular minority ethnic group have their variety which they
use as a marker of identity, usually alongside a standard variety. This is called a minority
dialect. Examples are African American Vernacular English in the USA, London
Jamaican in Britain, and Aboriginal English in Australia.

Indigenized variety:

Indigenized varieties are spoken mainly as second languages in ex-colonies with

multilingual populations. The differences from the standard variety may be linked to
English proficiency or may be part of a range of varieties used to express identity. For
example, 'Singlish' (spoken in Singapore) is a variety very different from standard
English, and there are many other varieties of English used in India.

Language Register is defined as the way a speaker uses language differently indifferent
circumstances - determined by factors as social occasion, context, purpose, and audience -
determine the vocabulary, structure, and some grammar in one’s writing and even in one’s
oral discourse. Nordquist (2018)
In the article of Erick Herrman (2015) titled Language Register: What is it and why does
it matter in education? Many teachers and parents today lament a lack of formality in
student language, especially writing. Ask any educator about the use of so called "texting
language" in student writing, and you will likely see eye rolls, a pained look on their face,
hear a sigh, or complaint about the decline in the language. What students may not
understand, however, is language register — different languages and levels of formality
are used in different situations and scenarios. While most people have a working
understanding of the concept, students may need to be taught or reminded that different
scenarios call for different languages.
Perhaps the first considerations for students, when speaking or writing, are the audience,
topic, purpose, and location. Many students need to be explicitly taught about these ideas
and how to adjust their language use based on these considerations. When working with
English learners, explicit instruction in vocabulary and syntax is important.
Audience
Students need to understand that different audiences require different types of language.
For example, the way they speak to their parents may differ from how they speakto their
siblings when they are alone. The language they use will likely change when speaking
with friends and should change again when speaking in school.
Similarly, when writing, students should adjust the formality, tone, and vocabularyused
based on who the writing is intended for.

Topic
Different subject areas in school and differing topics require different styles of speech and
writing. Mathematicians, scientists, historians, artists, musicians, and others use different
styles when speaking about or writing about the subject and topic at hand. For example,
when writing in science, students should avoid the use of metaphors or unnecessary
language, being as concise as possible while getting the appropriate principle, finding,
description, etc., across to the reader. It is critical that we, as educators, share with
students the different language styles used in the subject areas we are discussing and
learning about.

Purpose
Students should clearly understand the purpose of their writing or speech. Is it to inform,
argue, persuade, describe, narrate, share cause and effect, or some other purpose? When
students are clear on the purpose of the writing or speech, they canmore accurately choose
the language register to use.
Additionally, teachers will need to explicitly teach students the appropriate general
academic vocabulary that pertains to the specific language function. Teachers can include
instruction on specific sentence frames, starters, and signal words to help students choose
the most appropriate language for their writing or speech.
Location
 Location can, and often does, dictate the appropriate register to use. In a school setting,
the language and formality used in the classroom should differ from the language used in
the hallways or on the playground. Similarly, the vocabulary and syntax used to answer a
simple question versus giving a formal speech in the classroom differs.
Students should know that the way they speak and the words they use in a library versus a
restaurant versus a shopping center differ, and they should adjust their language register
accordingly.
The considerations listed above will help students begin to understand how language
should be used in differing contexts. Once they understand these, or while learning about
the considerations, students can learn about and be given examples of the five language
registers.

It is helpful for students to learn about registering, especially if students are from culturally
and linguistically diverse homes. As people are interacting with others, it is acceptable to
move from one register into an adjacent register without any problems or awkward
moments. However, skipping a level or even more than one level may be considered
inappropriate or offensive.

• Frozen/Static Register: This register rarely or never changes. Examples of the frozen
register include the Pledge of Allegiance or the Preamble to the Constitution. •
Formal/Academic Register: This register includes academic language from speeches,
proclamations, and formal announcements.
• Consultative Register: This register is formal and acceptable speech often used in
professional settings. Some examples of this register include discourse between
teachers and students, judges and lawyers, doctors and patients, and between a
superior and a subordinate.
• Casual Register: This register is used among friends and peers, and includes informal
language including slang and colloquialisms. The casual register is often used
among friends, teammates, etc.
• Intimate Register: This register is reserved for close family members such as parents
and children and siblings, or intimate people such as spouses.
 In the context of schools and instruction, it is important to note that students canbe
taught about the five registers and when they are used, but perhaps, more importantly,
should be taught the language that is used in the first three registers listed.

Students will encounter the language in the Frozen/Static Register as they study social
studies primarily. The Preamble, Pledge of Allegiance, and other examples are
exemplary resources to teach history along with language and word choice.
Speeches, lab reports, and other examples of the Formal/Academic Register are also prime
candidates for close reading and analysis of text and language. Lastly, the Consultative
Register should be focused on in schools as students learn to interact with teachers,
administrators, guest speakers, and each other. Utilizing and practicing this register allows
students to incorporate skills such as interviewing a professional or practicing being
interviewed for a job, or speaking formally to another.
While teaching students about the five registers may not be high on the teaching priority
list, being aware of the register is helpful as teachers prepare students for a varietyof
contexts and tasks. The language involved in each of these registers provides rich
opportunities for language and content instruction, especially for English learners.

Teaching the audience, topic, purpose, and location regarding language, including speech
and writing, will benefit students as we help them to achieve academically. General
Activity:

1. Fill out the information needed in the matrix below, write down the language
varieties then provide its synthesized meaning and its distinction among
others.
No. Language Varieties Synthesis The distinction
among other
languages variates

1 Pidgin

2 Creole

3 Standard

4 Colloquial
 5 Social

6 Lingua Franca

7 Vernacular

8 Patois

9 Lingo

10 Jargon

11 Slang

12 Regional

13 Indigenized Variety

2. Give 1 situation in each of the language registers a context of communication

where it is applied.
a. Frozen/Static Register
b. Formal/Academic Register
c. Consultative Register
d. Casual Register
e. Intimate Register
References:

Herrman, Erick (2015) Language register: What is it and why does it matter in
education?
https://exclusive.multibriefs.com/content/language-register-what-is-it-and-why-does-i
t matter/education

Eaton, Sarah Elaine Language Register and Why It Matters (Or: Why You Can’t
Write An Academic Paper in Gangsta Slang)
https://drsaraheaton.wordpress.com/2012/05/22/language-register-and-why-it-matters-
or why-you-cant-write-an-academic-paper-in-gangsta-slang/

Fatchul Mu’in (2008) Varieties of Language

https://pbingfkipunlam.wordpress.com/2008/10/18/varieties-of-language/

Language Varieties
https://www.hawaii.edu/satocenter/langnet/definitions/index.html